INTERFACES BETWEEN RURAL EDUCATION AND INCLUSION: HIGHLIGHTS OF TEACHER TRAINING IN THE REALITY OF THE PARANÁ COAST

• DOI: https://doi.org/10.22533/at.ed.5157226260112

• Palavras-chave: Rural education. Continuing education. Educational policies. Inclusion.

• Keywords: Rural education. Continuing education. Educational policies. Inclusion.

• Abstract:

  In this research, we analyze the contribution of continuing teacher training to the implementation of inclusive special education in basic education and its interfaces with Rural Education, understood as an educational concept linked to the ways of life, identities, and sociocultural dynamics present in rural communities. The study recognizes that inclusive practices are only consolidated when they consider the territorial and community specificities of rural areas, especially in the municipality of Paranaguá, on the coast of Paraná, where urban and rural schools coexist, each marked by distinct challenges. In rural areas, there is an intensification of obstacles resulting from social, structural, and geographical conditions, such as multi-grade classes, long commutes, limited infrastructure, unstable connectivity, and a reduced number of specialized professionals, a scenario that requires public policies and training actions sensitive to the particularities of these territories. The research, which is bibliographic, documentary, and exploratory in nature, articulates theoretical foundations, normative frameworks, and observations based on the authors' experience in the municipal public school system on the coast of Paraná. The results show that effective inclusion requires ongoing, collaborative, and situated training processes, linked to Specialized Educational Services (AEE), Universal Design for Learning (UDL), and formative assessment, which guide accessible planning and pedagogical decisions. It was also found that teachers attribute a decisive role to continuing education in the transformation of pedagogical practices, valuing proposals that combine theory and practice and encourage joint work between the regular classroom and AEE. It is concluded that teacher training, specifically for the field, when linked to local realities and supported by adequate institutional conditions, strengthens inclusive practices and contributes to the construction of an accessible and equitable curriculum, reaffirming the school as a space for citizenship, social justice, and respect for diversity.